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931.
As part of an overall effort to bring together academic and campus learning, Hamline is working on expanding its First-Year Seminar to include the broad range of student learning experiences—from residential life and work-study to academic development and career advising. The two cochairs of the First-Year Experience Task Force explain how this project is unfolding and illuminate both the challenges and the successes. 相似文献
932.
F. A. Harris 《Learning, Media and Technology》1978,4(1):8-9
The author describes the course for the Diploma in Applied Educational Technology at the University of York. with particular reference to the programme of practical attachments and visits. 相似文献
933.
934.
The policy of apartheid not only fosters conditions conducive to child abuse and neglect, but is in itself abusive. Apartheid policies have led to civil unrest and high levels of violence in South Africa's black townships. Many youth are thus exposed to multiple trauma including witnessing death, being arrested, being beaten, being in exile, and being separated from family and friends. This had led many to develop Post Traumatic Stress Syndrome (PTSD) although this term is a misnomer in the South African context as traumatic stress is not historic but is current. Treatment programs have thus to be modified to accommodate the impossibility of guaranteeing even the physical safety of patients. They have also to be modified to accommodate the fact that most black youth are totally unfamiliar with the notion of the "talking cure." This paper describes a modified treatment program for PTSD which was developed in working with a group of 60 township refugees. Systematic follow up studies of its effectiveness were impossible as many of those treated have gone into hiding to escape the continuing violence in their communities, a violence facilitated by the ultimate guardian of the child, the State. However there are indications that the program was successful in providing immediate relief. 相似文献
935.
ARMAS W. TAMMINEN MARLOWE H. SMABY ROBERT E. POWLESS MOY F. GUM 《Counselor Education & Supervision》1980,19(4):310-317
This article describes a one-year counselor training project conducted by the Minnesota Chippewa Tribe and the University of Minnesota, Duluth. In the past three years, this program has graduated more than 60 participants, most of whom are now employed as counselors of alcoholics. Factors contributing to the effectiveness of the program are presented, four different classes are described in terms of integrating personal development with specific course content, and program outcome data regarding completion and employment are presented. It is our contention that the key to a successful Native American counseling program is involvement in, and control by, local tribal government and community members. 相似文献
936.
David L. Share Anthony F. Jorm Rod Maclean Russell Matthews 《Reading and writing》2002,15(1-2):151-178
The present investigation examined thehypothesis that early auditory temporalprocessing deficits cause later specificreading disability by impairing phonologicalprocessing (Farmer & Klein 1995; Tallal1980, 1984). Temporal processing ability atschool entry was examined using Tallal'sRepetition Test in a large unselected sample ofover 500 children followed over subsequentyears. Although our data confirmed the presenceof certain non-speech auditory processingdeficits in children later classified asspecific reading-disabled, many findings wereclearly at odds with a causal interpretation ofthis relationship. (1) Reading-disabled (RD)children were impaired at school entry on thesubtest with long interstimulus intervals(ISIs) but not the critical short-ISIsubtest. (2) RD children were not inferior toreading-age (RA) controls. (3) A subgroup of RDchildren with evidence of temporal deficitswere no less proficient on later phonologicalor reading measures than RD children with noevidence of early temporal impairment. (4)Although there was a reliable concurrentcorrelation between temporal deficits andphonological awareness at school entry(suggesting a possible common causeexplanation), early temporal deficits did notpredict later phonological impairment,pseudoword processing difficulties, or specificreading disability. On the other hand, earlytemporal deficits did predict later oralreceptive vocabulary and reading comprehensionweaknesses. These findings suggest thatauditory temporal deficits in dyslexics may beassociated with the same dysphasic-typesymptoms observed by Tallal and her colleaguesin specific language-impaired populations, butdo not cause the core phonological deficitsthat characterize dyslexic groups. 相似文献
937.
The commentators are unanimous in their support for our general orientation to culture and development, and for the pathways we have identified, and they suggest ways to enrich our approach to theory, methods, and values. We view their main suggestions as relating to trade-offs: between theories that highlight generalizations or exceptions; between methods that rely on one-, two-, or multiculture studies; and between values involving individuation or accommodation. Here, we describe ways to find an optimal balance in each instance. 相似文献
938.
D. W. Fulker L. R. Cardon J. C. Defries W. J. Kimberling B. F. Pennington S. D. Smith 《Reading and writing》1991,3(3-4):299-313
A simple extension of the DeFries and Fulker multiple regression model for twin analysis is applied to the problem of detecting linkage in a quantitative trait. The method, employing sib pairs, is based on that of Haseman and Elston. Reading data from 19 extended pedigrees were analyzed employing RLFPs as markers on chromosome 15 and using the widely available statistical applications software package, SAS. A number of possible linkages were detected, indicating that this approach is both powerful and effective, especially in the case of selected samples. Detecting genotype-environment interaction and the issue of power are briefly discussed. The programs used are available upon request. 相似文献
939.
Fatma Fourati-Jamoussi Michel J.F. Dubois Maxime Agnès Valérie Leroux Loïc Sauvée 《European Journal of Engineering Education》2019,44(4):570-588
ABSTRACTThe potential relationships between innovation and sustainability processes, in engineering education, is neither obvious nor simple, especially when innovation, generally speaking, is promoted regardless of sustainability. We used UniLaSalle (In January 2016, the ‘Institut Polytechnique LaSalle Beauvais’, a French engineering school, merged with another higher education engineering school (ESITPA, Rouen). Both campuses (Beauvais and Rouen) have a common name: UniLaSalle (www.unilasalle.fr). As the interview began during 2015, this article only describes the situation of the Beauvais campus.) as a ‘living Lab’ to identify and analyse the reasons for the integration of innovation and Sustainable Development (SD) in training programmes. The aim is to explore, in a perception and reflective approach, how SD can be understood as a driver for specific innovation attitudes in higher education engineering school. This paper adopts an empirical approach based on a qualitative study, using NVivo 9 software to analyse non-numerical data. Our research suggests that SD can be a structural driver for innovation if it is integrated in a transdisciplinarity approach and not just as a discipline per se. 相似文献
940.
The efficacy of a controversial treatment, using colored filters to remediate reading disabilities, was measured empirically, with colored overlays placed over reading material on white paper. Irlen's (1983) method is to prescribe specific tinted filters as lenses that she claims filter specific light frequencies and remove a range of perceptual disorders that adversely affect reading and related learning performance. Irlen calls this condition "scotopic sensitivity" and claims it is a significant factor in a high percentage of people with learning disabilities. Ninety-two children with significant reading disabilities were classified as either scotopic or nonscotopic using the Irlen Differential Perceptual Schedule, and were randomly assigned to one of six treatment groups using colored or clear overlays. Reading performance (rate, accuracy, and comprehension) as measured by the Neale Analysis of Reading Ability (Neale, 1987) and the Formal Reading Inventory (Wiederholt, 1986) improved significantly when the scotopic children read with the preferred colored overlay filter compared to clear or different-colored overlay filters. Nonscotopic children showed no change. 相似文献